St. Paul's Lower School11152 Falls RoadBrooklandville Maryland 21022mmay@stpaulsschool.org410.825.4400 x 2181Welcome to the StP Discovery Center Wiki-Space - Year Two!
Our Discovery "Field Journal"
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Thank you for visiting our Discovery Center Blog and Student Wiki-Space Pages for Year Two, 2013-2014. Below is a log of our students' journey in the Discovery Center. The Search Engine at the top of our page can guide you to any particular topic of interest, whereas the Class/Student Links on the right can connect you to individual student pages by selecting the appropriate teacher-class section. Students have thoroughly enjoyed their investigations throughout the year, as evident by their postings; creativity and innovation along with thoughtful reflections through collaboration abound. We hope you enjoy observing virtually their pathways to Discovery! Mr. May Problem Based Learning The Discovery Center at St. Paul's Lower School |
The St. Paul's Discovery Center in the Lower School: Pathway to Discovery
June 16, 2014: A Teacher's Reflection -- A Year in Review
A Teacher’s Reflection: “The Power of Mindful Learning: Another Year of Discovery for Our Students"
Recently, Mick Scott, Upper School Teacher and STEM Director for St. Paul’s School provided a few of us teachers with an article on “Mindful Learning” (2000) Ellen J. Langer, Department of Psychology, Harvard University, Cambridge, Massachusetts.
For nearly forty years, Dr. Langer has looked at education, psychology and issues of aging through the lens of mindfulness. Her research demonstrates the power of learning—and living—mindfully, rather than simply memorizing information or doing things by rote. “A mindful approach to any activity has three characteristics: the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective,” she says. Implications for teaching our youth as well!
Some of the strategies she suggests for teaching mindfulness include bringing in novelty, or looking at information in a new way or from a different perspective; looking for distinctions in the subject they are studying, which leads to both greater interest and more enjoyment in the subject; and presenting information conditionally, i.e. not as an absolute truth. She also believes it is crucial to give students tools so that they can make information relevant for themselves. “Information about ourselves, about the parts of ourselves we really care about is the easiest to learn,” she says.
In this review, I expand on some of the ideas presented in Langer’s article as played out in student experience within our Discovery Center. Thinking back on this year, observing a “second generation” of lower school students as they engaged in Project [Problem] Based Learning, I can see numerous connections they have made in their learning, many supported by Dr. Langer’s research: Mindful Learning.
The Discovery Center & Project [Problem] Based Learning: Building a Culture of Mindfulness
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
• In the Discovery Center there is a connection between mindful learning and enjoyment of a subject.
According to Langer, “The essence of enjoyment is engagement, and the essence of engagement is mindfulness. It makes life interesting. By learning mindfully, the material stays available for a lifetime and so it can be used whenever it’s relevant. It allows for creative use of all that information. It keeps the person interested and engaged.”
• In the Discovery Center, we have seen students become more empowered through using this kind of learning.
Langer believes “When you are mindful, you can take advantage of opportunities that other people don’t see. You avoid dangers before they arrive, so you actually end up with more positive outcomes.”
• In the Discovery Center, we avoid learning by rote or memorization which would negatively impact the ability to use the information in other contexts.
“When you subject material to memorization, you lock yourself into that single understanding of it. It’s a shame. Schools are the number one culprit in creating a mindless culture,” she states.
• In the Discovery Center there is a distinction between the way that teachers usually attempt to make material relevant for students, by trying to connect it with the interests of their students, versus teaching students strategies for how to make the material meaningful for themselves. We strive for the second approach, which seems to inherently include a much greater level of autonomy.
“The [first] approach usually falls short of the mark in that, if you have thirty kids or twenty-five kids in a class, it’s going to be very hard to make it meaningful to each of them. But if you teach it in a conditional way, for example you might say, 'Many boys in Europe seem to like "x”.' That immediately leads to, well what about girls, what about the boys in the United States? Why would they like it? Why wouldn’t they like it? But if you just say, 'Here are the three reasons,' that typically falls on deaf ears. Some of the smarter kids memorize it, and they grow up and they’re no better off than the kids who did less.”
• In the Discovery Center, the idea that intelligence and even the theory of multiple intelligences is based on how someone can solve problems. It seems on the one hand there is a distinction between mindfulness and intelligence; at the same time it is like mindfulness really is a form of intelligence.
Langer sees there is a distinction. “Mindfulness is the supreme intelligence. Mindfulness is more likely to result in wisdom than in any particular knowledge retention. You know that old expression, ‘If you want to feed a person for one day, give him fish. If you want to feed him for a lifetime, teach him how to fish.’ It’s the same sort of thing.
There’s no material that we can give to kids that is so crucial that we know without it they won’t do well, because we don’t know what the future holds for them. So rather than giving them just particulars, give them the way to use the information and how to gather it, how to think about it. The only way to do that is through information, but the way information is currently given is as if the information itself is the most crucial aspect. If we don’t teach them to enjoy thinking and learning, then we’re putting them at a severe disadvantage.
When they’re playing their computer games, they’re actually being mindful. You see how much these kids can stay on those computer games for hours on end.”
• In the Discovery Center there seems to be less distractibility than in the traditional classroom.
Referring to attention deficit disorder, Langer emphasizes, “Rather than talk about kids being distracted, it might be wise to talk about them being 'otherwise attracted.' What we want to do in general is make sense out of what the kids are doing, rather than think that we know the answer all the time.
Consider that a child’s behavior makes sense, otherwise they wouldn’t do or say whatever they’re doing. For example, When you ask a child, ‘how much is one plus one?’ and the child says, ‘One,’ the typical teacher will hit the child over the head rather than do what I suggest, which is ask the child, ‘How did you come to that?’ Then the child might say, ‘Well, if you add one wad of chewing gum to one wad of chewing gum, one plus one is one.’ There answers might make sense in some context.
By finding out what the context is, how they arrived at their answers, everybody learns something. When you don’t know what actually leads to a child’s success, you’re less likely to insist that they do things a particular way.”
• In the Discovery Center, the teacher is no longer the “Sage on the Stage” dispensing a concrete set of knowledge, absolutes, to students.
When asked what she would recommend to teachers, and parents for that matter, Langer replied, “This may sound self-serving, but I really do think that my book The Power of Mindful Learning should be required reading. It’s just a different way of thinking about the same issues that they’re thinking about. The more mindful one is, the happier and healthier she is – the less burdened. Why shouldn’t we insist that the teachers be mindful as well as the students? By teaching others to be more mindful, you’re teaching yourself."
Yes, indeed this teacher is mindful of how much - if not more - I have learned from my students, and they from each other, and they from themselves, than they could ever learn from just me, while in The Discovery Center: a Context Design to Encourage Mindfulness.
It has been a good year for our St. Paul’s Lower School students, and for their teacher!
June 2, 2014: Hurricane! To the Rescue! Cardboard Boat Challenge - Race Day
Hurricane! To the Rescue! Part 2St. Paul’s Lower School Discovery Center – Cardboard Boat ChallengeProject [Problem] Based Learning CulminationSpring 2014
Scenario:
Hurricane! The storm is here! You have already saved the day – your team was able to get most of the supplies to Crab Island before the storm washed away the dock. However, the storm also destroyed all the boats. Suddenly, your team receives distress call from another nearby island, St. Alcuin: an archaeologist and her two apprentices are stranded. As this is a very low-lying island, the storm surge will undoubtedly carry away everything, including these poor people. But wait, there is more. The archaeologist has made two incredible discoveries – amazing throwbacks from another era: "Sock Creatures". The fruition of a lifetime of work, the archaeological team states emphatically it will not leave the island without their discovered artifacts. There is no one near to rescue her, the students, or their precious cargo. Time is of the essence! It is up to you. But remember, you have no boat. One of your friends is also an apprentice to a master boat builder, and he thinks your team can quickly build a make-shift boat with the left-over supplies not taken to Crab Island. With this wondrous craft you know you can complete your new mission: Hurricane! To the Rescue!
Problem:
How can fourth graders, as St. Paul’s Discovery Center “Aspiring Marine Engineers and Emergency Management Specialists” and using all that they have learned through their PBL project, design and create navigable rescue vessels for the Hurricane! To the Rescue! Cardboard Boat Challenge?
Culminating Challenge:
One adult and two children are stranded on an island. There are also two precious archaeological discoveries (cargoes) in their possession. A hurricane storm surge will eventually swamp the island, and everyone and everything on it will be lost. The only way to get off the island and to safety is by a makeshift boat created by a team of incredible, quick-thinking marine engineers and emergency management specialists (first responders). However, and this is very important to know, realizing the limitations of the craft through consideration of its buoyancy, displacement, and passenger-cargo weight, the team realizes the boat can only carry at one time either “one adult with or without one cargo” or “two children and no cargo”. So just one adult of your team must volunteer to take the boat to the island – Hurricane! To the Rescue!
Building Rules:
- Design and build a boat that will complete culminating challenge manually powered by ONE or TWO persons, as outlined. No stowaways! No additional cargo. First team to complete the challenge (may be timed?), wins the challenge.
- The entire boat hull and structural components must be constructed using any thickness of corrugated cardboard. The boat can be constructed in any fashion, but must remain open for quick evacuation.
- All-weather duct tape, masking tape, plastic trash bags, and single-part paints are the ONLY other materials allowed in the boat construction. If you have to mix it, it isn't allowed.
- Any structural material except corrugated cardboard, tapes, and paints is illegal! Some examples are, but not limited to: waxed cardboard, fiberglass, plastic, wood, rubber, shrink-wrap, and two-part glues/epoxies/paints.
- Participants must bring oars, created in the Discovery Center, to manually propel the boat. No motors (unless you can build one from cardboard... good luck with that).
- Decorative and non-structural items to “enhance” do not have to be made from cardboard. However, any items deemed to be a potential hazard or aid in flotation will need to be removed prior to the race. (Hint: Knowledge of buoyancy, passenger-cargo weight, and displacement will help!)
Competition Rules:
- Crew members must be fourth graders, and it is suggested that everyone knows how to swim or at least float (swim party life guards will “test” you on this).
- 2 “adults” will wear blue; 2 “children” will wear yellow. Two children can travel together; or one child, alone. One adult, or one adult plus cargo. No two adults; no adult with child; no child with cargo.
- No poling or pushing off the bottom of the pool to propel the boat.
- Any physical contact between opponents will result in immediate disqualification.
- If pool space is an issue, our races are held in bracket style. We will be holding initial heats based
Preliminary Homeroom Races
Hurricane! To the Rescue! Conundrum Race
Pirate Races
Completed Vessels "Harbored" Prior to Launching the Regatta
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"Ready - Set - GO!"
The Race Was Won - Our Vessels Done!
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The Community Comes Out to Support the "Contestant Designers"
The Winning Teams
I. Homeroom First Place Awards
(The first boat to cross the finish line in each heat.)
A. The Pig (Andrews)
B. The S.S. Neon Laxer (Heidelbach)
C. The Lightning Bolt (Koska)
II. St. Paul’s Discovery “Hurricane” Award
(In the Final, the first boat to complete the challenge accurately.)
The S.S. Neon Laxer (Heidelbach)
III. Students-Choice Award
(The best design as chosen by the attendees of the race.)
The Rubber Duckie (Andrews)
Runners Up:
The S.S. Neon Laxer
The Pirate Hotdog
IV. Titanic Award
(Awarded to the most entertaining / dramatic sinking as chosen by our judges.)
The Pirate Hotdog (Andrews)
V. Pirate Award!
(All non-sunk boats on deck race for a no-holds-bar finish.)
A. The Pig & The Rainbow Raven (Andrews)
B. The S.S. Neon Laxer & The Unicorn (Heidelbach)
C. The Tsunami & The Crazy Animal Boat (Koska)
VI. Flotation Award
(All teams receive awards for building and floating their boats!)
Now Just Another Wonderful Lower School Memory
May 29, 2014: "A Discovery Moment" ... Ama-zzzzzzzz-ing Super Bugs?!
eBulletin - "An Essential Element: PBL & Engineering Design Processes - Knowledge & Skills"
Super Bugs? Flying and crawling all over the Discovery Center? YES! Coordinating with their amazzzzzing insect research and presentation, and throughout the month of May, first graders visited the Center to learn how Honey Bees are being trained to solve human problems; they are actually being trained to take the place of sniffer dogs. It is true; it is amazzzzzing. They are truly super heroes – they are Super Bugs! Check out the sniffer bee videos on their class wikispace pages.
After a discussion about engineers, those who use knowledge and skills and imagination and creativity to solve all sorts of problems, these aspiring engineering entomologists then created their own Super Bugs, already understanding characteristics that animals (especially insects) can use to help them hunt, hide, or attract a mate, students imagined other kinds of adaptations. Using this new-found knowledge, they completed an assignment to use creative thinking skills to design super insects. Ones that would help them solve their own problems. Wait! Can that insect really do your homework?!
May 22, 2014: "A Discovery Moment" ... Catapult Competition Results!
eBulletin - "An Essential Element: PBL & Engineering Design Processes - Presentation"
One Essential Element of Project [Problem] Based Learning & the Engineering Design Processes is Presentation. The following are the winners of the third and fourth grade Angry Bird Marshmallow Catapult – Piggy Tower Competition … Congratulations to all participants!
Winning Fourth Grade Team "Andrews 4Bc": Charlotte, Baylor & Olivia
Winning Third Grade Team "Waters 3A-3": Nora & Sammy
The Eamonn's Castle Prize Goes to Tate!
With His Catapult Choice "Trebuchet" Successfully Assaulted Three/Five Times
The Angry Bird Writing Contest Winners
1st Place: Kensi
2nd Place: Vladik & Charlotte
Honorable Mention: Anna & Elizabeth
Congratulations to all pariticipants!
May 15, 2014: "A Discovery moment" ... Crusie Blank-Inators!
eBulletin - "An Essential Element: PBL & Engineering Design Processes - Knowledge and Skills"
My Innovative Crusie [Blank]-Inator – A Phineas-and-Ferb-Inspired Glorious Blueprint! During the months of April and May, third graders demonstrate their interpretation of the problem-solving creativity of Dr. Doofenshmirtz, the ingenious character from Disney’s Phineas and Ferb whose wacky schemes and contraptions cause all kinds of mayhem; however, third grade designs will be for the common good! Upon completing their ‘engineering imaginatives,’ students will present their [Blank]-Inator blueprints to others of our St. Paul’s community via their Wikis; thereby modeling and fostering critical thinking, problem solving, and decision making for their peers. Even Dr. Doofenshmirtz will be impressed and no doubt will want to duplicate; and we know Phineas and Ferb will be proud, indeed! Take a peek at the students’ inspiration as well as their original creations along with other happenings in the Discovery Center via our Wikispace/Classroom Blog.
Phineas & Ferb’s “Glorious Blueprints”
May 8, 2014: "A Discovery Moment" ... Globally-Minded Environmentalist Second Graders are Inspired to Create!
eBulletin - "An Essential Element: PBL Skill - Integrates a Variety of Curricular Concepts and Skills"
Making recycled global musical instruments?! – In Music class? – In Science class? – In IPC Homeroom? No. – In the Discovery Center. And what a Design Thinking Challenge it was – problem solving of global proportions! Utilizing the engineering design process; core curricula knowledge and skills from all these classes; and, their creativity; during the month of April second grade students made global-multicultural musical instruments from recycled materials, as inspired by the “Land-Fill-Harmonic” Orchestra. Students learned how people around the world make music. In some really amazing, beautiful, and diverse ways! People have become really creative in making and remaking instruments – often with the coolest recycled materials. And so did these students. Take a peek at their inspiration as well as their original creations as well as other happenings in the Discovery Center via our Wikispace/Classroom Blog.
Of Several Global Musical Instruments, the Didgeridoo was Quite popular!
May 1, 2014: "A Discovery Moment" ... In the Spirit of Inclusiveness, Bridges and St. Paul's Students Unite and Collaborate!
eBulletin—"An Essential Element: PBL Presentation "
A “Discovery Moment”… Over the past two weeks on Tuesdays, Wednesdays, and Thursdays during early ESP, the Discovery Center piloted an incredible program possibility for next year, “Our Discovery Center Outreach,” and another wonderful opportunity for our fourth graders to take on a leadership role as inspired by our mission statement and school prayers – to give to others at some cost to themselves. Creating and problem-solving alongside Bridges students via the Engineering Design Process, the St. Paul’s students revisited the “Caine’s Arcade Marble Run Challenge”; this time sharing all that they have learned about the ED Process the first time they encountered the activity, as well as other challenges throughout the year in the Center.
Update for May 2014: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of May, the fourth grade students found ways and time to …
- Complete “Hurricane! …” Cardboard Boat Regatta Challenge – “What is the Project-Based Learning Process?”
Third Grade Experience (1x/week in groups of 6-7 for 45 minutes):
During the month of May, the third graders covered much ground…
- Complete “My Innovative ‘-Inator’ Invention” – “What is the Project-Based Learning Process?”
First Grade Experience (3 X 30 minute visits in groups of 13-15 during the month)
In May, the 1st graders, those “Engineering Entomologists,” enhanced their IPC study of insects by designing their own …
- “Ama-zzzzzzzzz-ing Super Bugs!” – “What is the Engineering Design Process?”
Thanks,Mike MayProblem Based Learning Teacher
MY INNOVATIVE '__-INATOR' INVENTIONProject [Problem] Based Learning - 3rd Grade Small Group Challenge "PHINEAS & FERB'S GLORIOUS BLUEPRINTS"
During the Months of April and May, third graders will demonstrate their interpretation of the problem-solving creativity of Dr. Doofenshmirtz, the ingenious character from Disney’s Phineas and Ferb, whose wacky schemes and contraptions cause all kinds of mayhem; however, their creations will be for the common good! Upon completing their engineering feats, students will present their “Crusie [Blank]-Inator”contraption blueprints to others of our St. Paul’s community via their Wikis, thereby modeling and fostering critical thinking, problem solving, and decision making in their peers as well. Even Dr. Doofenshmirtz will be impressed, and no doubt will want to duplicate!
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| Dr. Doofenschmirtz.jpg |
Phineas and Ferb -- "Glorious Blueprints"
Mrs. Schneider, "Phineas & Ferb" Officianado, Introduces the Inator Project!
April 24, 2014: "A Discovery Moment" ... Catapult Competition - Round Two!
eBulletin—"An Essential Element: PBL Presentation "
A “Discovery Moment”… Another Round of “Catapult Competition”??? YES! Over the next two weeks, students will face off again. This time both third and fourth graders will determine the effectiveness of three different,traditional models of catapult: Ballista, Trebuchet and Mangonel. But, what target this time? “Eamonn’s Castle”! (Yes, named for its designer and creator, of course!) Afterwards, fourth graders will reflect on the last step of the Engineering Design Process, determining ways they might improve the design of these “kit” catapults as well as their own Mangonel creations.
Determined More Than Ever ... Fourth Graders Gear Up for Another Round of Competition"Is Ballista, Trebuchet, or Mangonel, Your Preference?"
April 17, 2014: "A Discovery Moment" ... Boat Building Demonstration
eBulletin—"An Essential Element: PBL Knowledge & Skills"
Through their own experiences and passions, Master Boat Builder and Lower School Parent James Vitale and St. Paul’s Upper Schooler Liam Emmart (‘15) inspired fourth graders as they wrestle with their latest Project [Problem] Based Learning challenge: “Hurricane! To the Rescue!” Student teams are building emergency rescue vessels for their annual cardboard boat regatta to be held in June. “Mr. May, you did say we can only use cardboard, ducttape, and waterproof paint, right?!”
 Mr. Vitale and James demonstrate their family's passion for sailing and boat building. Behind them is the result of a three generational family effort: ,a handmade wooden sailboat. Mr. Emmart discussed his eighth grade project, a canoe from one piece of plywood with only straight-cuts, illustrating for students "Design Challenges and How to Avoid Them". |
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HURRICANE! TO THE RESCUE!
Project [Problem] Based Learning - 4th Grade Small Group Challenge
"CARDBOARD BOAT REGATTA"
LAUNCH
Hurricane Videos
Hurricane Sandy's Path of Destruction: Photos
Hurricane Sandy's Devastation
DRIVING QUESTION
HURRICANE! TO THE RESCUE! CONUNDRUM
A Rescue Conundrum
KNOWLEDGE AND SKILLS
Collective Research
PRODUCT
Master Boat Builder Mr. James Vitale Guides Aspiring Marine Engineers
Constructing Emergency Rescue Vessels
Painting Boats with a Little Help from Our Friends
Much Appreciation to Mr. Winn and Mr. Vitale!
"What's Our Theme?" Engineering Teams Back at 'Em!
PRESENTATION
"Let the Races Begin!"
April 10, 2014: "A Discovery Moment" ... 3rd-4th Grade Angry Bird Catapult / Piggy Tower Competition - Round 1!
eBulletin—"An Essential Element: PBL Presentation"
Third and fourth graders held several rounds of competition this past week for their STEM unit of study: Angry Bird Marshmallow Catapults – Piggy Towers. Check it out and other happenings in our Lower School Discovery Center via our Classroom Wikispace-Blog Page @ http://stpdiscoverycenter2.wikispaces.com/.
Update for April 2014: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of April, the fourth grade students found ways and time to …
- Third-Fourth Grade Angry Bird Catapult – Piggy Tower Competition – Round Two!
- “Hurricane! To the Rescue!” Cardboard Boat Regatta Challenge – “What is the Project-Based Learning Process?”
Third Grade Experience (1x/week in groups of 6-7 for 45 minutes):
During the month of April, the third graders covered much ground…
- Completing Angry Birds Small Group Challenge: Piggy Structures– “What is the Engineering Design Process?”
- Third-Fourth Grade Angry Bird Catapult – Piggy Tower Competition – Round Two!
- Begin “My Innovative ‘-Inator’ Invention” – “What is the Project-Based Learning Process?”
Second Grade Experience (2 X 45 minute visits in groups of 13-15 during the month)
In April, the 2nd graders realized “We shouldn’t throw trash away carelessly; we shouldn’t throw away people either!”
- “Landfill-Harmonic-Orchaestra-Inspired Recycled Global Instruments” – “What is the Engineering Design Process?”
Thanks,Mike MayProblem Based Learning Teacher
April 3, 2014: "A Discovery Moment" ... Trebuchet Demonstration
eBulletin—"An Essential Element: PBL Knowledge and Skills"
Third and fourth graders were enthralled by a demonstration of a larger-than-life Trebuchet, a SPS-SPSG coordinated event this past week, culminating their STEM unit of study: Angry Bird Marshmallow Catapults – Piggy Towers. “Thank you for the experiential learning! It was super to see the kids engaged, curious, and in awe.” Penny Evins, SPSG Head of School. Check it and other happenings in our Lower School Discovery Center out via our Classroom Wikispace-Blog Page @ http://stpdiscoverycenter2.wikispaces.com/.
Trebuchet Demonstration Culminates Third & Fourth Grade Catapult Study
Mr. Hannibal and Mr. Cavaletti engage Students this "Rainy" Morning which added "Mystique to the Event"
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“Thank you for the experiential learning! It was super to see the kids engaged, curious, and in awe.”
Penny Evins, Head of School, SPSG
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Update for March 2014: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the “short” month of March, the fourth grade students continue to forge ahead with their plans!
- Completing Angry Birds Group Challenge: Marshmallow Catapults – “What is the Engineering Design Process?”
- Culmination Catapult Demonstration at SPSG!
- Third-Fourth Grade Angry Bird Catapult – Piggy Tower Competition.
Third Grade Experience (1x/week in groups of 6-7 for 45 minutes):
During the “short” month of March, the third graders trudge forward toward competing with fourth graders
- Completing Angry Birds Small Group Challenge: Piggy Structures– “What is the Engineering Design Process?”
- Culmination Catapult Demonstration at SPSG!
- Third-Fourth Grade Angry Bird Catapult – Piggy Tower Competition.
Snow, snow, go away! Come back another day … preferably, next year?!
Thanks,Mike MayProblem Based Learning Teacher
February 27, 2014: "A Discovery Moment" ... Kinders Build Gingerbread Man Traps!
eBulletin - "An Essential Element: PBL - Integrates a Variety of Curricular Concepts and Skills"
We Have a Problem!
The Gingerbread Man is on the loose and is going to end up eaten! This calls for an engineering design solution, and the kindergarten students are just the ones to provide it. Throughout February, these aspiring engineers are creating traps to save their class-designed gingerbread men from such a fait … well, almost!
Take a peek at the inspiration and results of their engineering prowess: “The Cookie Blues”@ http://youtu.be/08LzhobYj-8 and the Kindergarten Wikispace on the Discovery Center Classroom Blog Page @ http://stpdiscoverycenter2.wikispaces.com/.
Just imagine – Mmmm-Mmmm, Good!
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Angry Birds: 4th Grade Small Group Challenge"MARSHMALLOW CATAPULTS"
Catapult?Mangonel? Ballista? Or Trebuchet?
How to Build Your Own Catapult
February 20, 2014: "A Discovery Moment" ... Setting the Stage for Primary Classes Visits
eBulletin—"An Essential Element: 21st Century Skill - Integrates a Variety of Curricular Concepts and Skills"
Setting the Stage!
What do the Pancake Man, Super Bugs, and the Landfill-Harmonic Orchestra have in common? They all are inspiration for faculty and staff planning, setting the stage for our primary student visits to the Discovery Center throughout Spring 2014! Visit our Discovery Center Home Page and Lower School Student Wikispace Pages to virtually experience alongside these budding engineers. We will update the eBulletin periodically about their postings … click here [link to wikispace/classroom blog].
February 13, 2014: "A Discovery Moment" ... An Exercise in Collaboration!
eBulletin - "An Essential Element: 21st Century Skill - Cooperation and Communication"
“WHO LET THE DOGS [IN]! WHO? WHO? WHO?!” … AN EXERCISE IN COLLABORATION
Team Golden Poodles Mascot, “Elvis”
When fourth graders created their team spirit videos, many brought pets to school to video record as team mascots; most were dogs. Capitalizing on their interest and enthusiasm, we asked them to think about what dogs (or any of their pets for that matter) might teach us about teamwork, getting along with each other in their cooperative learning groups. Here are some very clever [student responses] when exploring the guiding question: “Can dogs teach us anything about teamwork?”
“When loved ones come home, always run to greet them.”[Be happy to see your teammates.]
“Never pass up the opportunity to go for a joyride.”[Let teammates carry you at times and return the favor.]
“When it's in your best interest, practice obedience.”[Let others take charge a times; it is in your best interest]
“Let others know when they've invaded your territory.”[Stand your ground in expressing your ideas; but be ready to give ground, too.]
“Run, romp, and play daily.[Have fun with your team – enjoy each other.]
“Thrive on attention and let people touch you.”[It’s okay not only to give compliments / credit, but to receive it as well]
“Avoid biting, when a simple growl will do.”[Speak your opinion; arguments/disagreements are okay when handled appropriately]
“No matter how often you're scolded, don't buy into the guilt thing and pout ... run right back and make friends.”[Hang in there when disagreements separate us; get back in there]
“Delight in the simple joy of a long walk.”[Enjoy the journey together; it is all in the process, not just the product]
“Eat with gusto and enthusiasm. Stop when you have had enough.”[Delve into your investigations; stop only when you find an acceptable answer]
“Be loyal.”[Be true to your teammates]
“Never pretend to be something you're not.”[Admit when you need help; it’s okay to make mistakes. Your teammates will help!]
“If what you want lies buried, dig until you find it.”[Persevere; do not give up, even when faced with a tough challenge]
“When you're happy, dance around and wag your entire body.”[Take time to celebrate your successes as well as failures – they all are learning opportunities].
February 6, 2014: "A Discovery Moment" ... Expressing Ourselves Scientifically!
eBulletin - "An Essential Element: Integrates a Variety of Curricular Concepts and Skills"
A FOURTH GRADE “ANGRY BIRD = SCIENCE” WRITING CONTEST! Using the Angry Bird Science Terms worksheet discussed in the Center last week, as well as the knowledge gained from playing the Angry Birds computer game, too, fourth grade students were invited to write (optional homework) a paragraph using Newton’s Laws of Motion and various applicable science terms to describe one of the Angry Birds in action. (Paragraphs are due Friday, 2/7.) This was an innovative way to charge students with the research stage following the Engineering Design Process for constructing their “Small Group Marshmallow Catapult Challenge”! The student judged with the best written explanation wins an Angry Bird prize! Check out all the “winning entries” of these Discovery Center Kids – Click Here [link to wikispace].
Update for February 2014: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of wintery February, the fourth grade students continue to forge ahead with their plans!
- Continuing Angry Birds Group Challenge: Marshmallow Catapults – “What is the Engineering Design Process?”
Third Grade Experience (1x/week in groups of 6-7 for 45 minutes):
During wintery February, the third graders trudge forward toward competing with fourth graders ...
- Continuing Angry Birds Small Group Challenge: Piggy Structures– “What is the Engineering Design Process?”
Kindergarten Experience (2 X 30 minute visits in groups of 6-7 during the month)
In February, the Kinders realized: “We have a problem! The Gingerbread Man is on the loose!”
- Gingerbread Man Engineering Design Challenge: Building Traps – “What is the Engineering Design Process?”
Thanks, Mike MayProblem Based Learning Teacher
January 30, 2014: "A Discovery Moment" in Law of Science - The "S" in STEM = SCIENCE!
eBulletin - "An Essential Element: Integrates a Variety of Curricular Concepts and Skills"
(A hint as to what knowledge the fourth graders will be “constructing” next in their Center …)
Angry Birds = Science??? Really???
Yes, according to Sir Isaac Newton! Did you know that the velocity of an object can be changed only if an unbalanced force is applied to it? Or, that acceleration is produced when a force acts on a mass, and the greater the mass of an object the greater the force needed to accelerate it? And, that for every action, there is a reaction equal to the strength and opposite in direction?
Student investigations into Isaac Newton’s laws of motion along with their constructed knowledge of force, speed, friction and gravity will enable these fourth graders to parlay these scientific concepts so they …
“[Angry Birds], Don’t Get Angry … Problem Solve: A Small Group Marshmallow Catapult Challenge”!
January 9, 2014: "A Discovery Moment" in Computer Science ... Primary Classes Visit the Center, Too!
eBulletin - "An Essential Element: Integrates Technology Appropriately Applying Digital Leadership"
An Hour of Code!
We live in a world surrounded by technology. Information, commerce, communication, and entertainment all rely on computers. But only a tiny fraction of us learn computer science, the basics of how computers work, or how to create software, apps, or web sites. Computer Science provides a foundation for virtually any career and everybody can benefit from learning the basics.
The Discovery Center as well as several primary classrooms hosted our lower school students for an “hour of code” – thereby participating in a world-wide initiative to introduce them to computer programming! The Hour of Code campaign had an audacious goal: to introduce 10 million students to one hour of computer science. While your children will have an opportunity to participate at school, they can continue to Code at home, too: see http://hourofcode.org for details.
Update for January 2014: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of January, the fourth grade students juggle several activities!
- Complete Movie-Maker “Team Spirit Film” – “How Do We Demonstrate Collaborative Team Spirit via Projects?”
- Continue Angry Birds Group Challenge: Marshmallow Catapults – “What is the Engineering Design Process?”
Third Grade Experience (1x/week for 45 minutes):
During January, the third graders look forward to competing with fourth graders ...
- Continue Angry Birds Small Group Challenge: Piggy Structures– “What is the Engineering Design Process?”
- Complete “Hour of Code” Initiative – “How Do We Integrate Technology, Applying Digital Leadership?”
Thanks,
Mike May
Problem Based Learning Teacher
December 19, 2013: "A Discovery Moment" in Computer Science - The "T" in STEM = Technology!
eBulletin - "An Essential Element: Integrates technology appropriately applying digital leadership"
An Hour of Code!
We live in a world surrounded by technology. Information, commerce, communication, and entertainment all rely on computers. But only a tiny fraction of us learn computer science, the basics of how computers work, or how to create software, apps, or web sites. Computer Science provides a foundation for virtually any career and everybody can benefit from learning the basics.
The Discovery Center as well as several primary classrooms hosted our lower school students for an “hour of code” – thereby participating in a world-wide initiative to introduce them to computer programming! The Hour of Code campaign had an audacious goal: to introduce 10 million students to one hour of computer science. While your children will have an opportunity to participate at school, they can continue to Code at home, too: see http://hourofcode.org for details.
And, check out digital leadership in the Discovery Center – Click for our classroom blog.
December 12, 2013: "A Discovery Moment" in Motivation
eBulletin - "An Essential Element: Student Voice and Choice"
“What comes first, the chicken or the egg?” And what does this have to do with the Discovery Center? Everything!
During their recess students build ‘suspension bridges’ between tree trunks!
Through Discovery Center Project [Problem] Based Learning (PBL), we attempt to connect the natural curiosity of students to content standards and key concepts at the heart of academic disciplines. PBL has the potential to increase a student's feeling of responsibility for, and control over, her own learning. Students who are allowed to define their own learning goals are more engaged in learning.
Young children appear to be propelled by curiosity, driven by an intense need to explore, interact with, and make sense of their environment. As one author puts it, “Rarely does one hear parents complain that their pre-schooler is ‘unmotivated’.”
Unfortunately, as children grow, their passion for learning frequently seems to shrink. Learning often becomes associated with drudgery instead of delight. Awareness of how students' attitudes and beliefs about learning develop and what facilitates learning for its own sake assists us educators in reducing student apathy; Project [Problem] Based Learning encourages students to invest themselves fully in the experience of learning, and in turn, nourishes their natural curiosity.
So, what comes first, the chicken or the egg; children’s natural curiosity or PBL? Just ask our students!
Check out student curiosity in the Discovery Center – Click for our classroom blog [http://www.stpaulsschool.org/page.cfm?p=3512].
Update for December 2013: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of December, the fourth grade students juggle several activities!
- Continued Movie-Maker “Team Spirit Film” – “How Do We Demonstrate Collaborative Team Spirit via Projects?”
- Hour of Code” Initiative – “How Do We Integrate Technology Appropriately, Applying Digital Leadership?”
- Continued Angry Birds Group Challenge: Marshmallow Bird Catapults – “What is the Engineering Design Process?”
Third Grade Experience (1x/week for 45 minutes):
During December, the third graders “If it’s Tuesday, we must be at …‘which activity’?” ...
- Angry Birds Small Group Challenge: Piggy Structures– “What is the Engineering Design Process?”
- “Hour of Code” Initiative – “How Do We Integrate Technology Appropriately, Applying Digital Leadership?”
Thanks,
Mike May
Problem Based Learning Teacher
November 14, 2013: PBL - "A Discovery Moment" in Collaboration
eBulletin - "An Essential Element: 21st Century Skill - Cooperation and Creativity"
Comic Relief?
Oops! Even when we "miss the mark," we still learn and have fun!
Angry Birds: 4th Grade Small Group Challenge"MARSHMALLOW CATAPULTS"
and
"CATAPULT INTO PROBLEM BASED LEARNING"3rd-4th Grade Competition
Mr. Scott, Upper School Engineering Teacher, Talks About the Engineering Design Process
What is an Orthographic Design?
And, Check This Out ... A Really Cool Tutorials!
Orthographic Design Tutorial
Angry Birds: 3rd Grade Small Group Challenge"PIGGY STRUCTURES"
and
"CATAPULT INTO PROBLEM BASED LEARNING"3rd-4th Grade Competition
How Do We Define "Engineering"?
World's 5 Mega Construction Projects
How High Can We Build?
Angry Birds Polyhedrons Link
Tower Photographs Link
Tower Photographs - Link
Forces That Act on Towers Link
Building Big Lab
Take Aim at Collaboration and You Will Always Hit Any Mark!
(Silly Mr. May will do Anything to get the Point Across!)
Don't Be an Angry Bird! -- Third Grade "Angry Bird" Collaboration Lesson
Chrome Angry Birds Sample Games ... What a Motivator!
http://chrome.angrybirds.com/
November 14, 2013: PBL - "A Discovery Moment" in Collaboration
eBulletin - "An Essential Element: 21st Century Skill - Cooperation and Creativity"
3rd Grade Caine's Arcade Marble Run Competition Results
Michael, Claire, and Analisa's Creative, Collarobrative Efforts Paid Off!
4th Grade Collaboration Lesson"TEAM SPIRIT MOVIES"
Understanding Video Production Skills
Understanding Collaborative Skills
Steps to Consider When Making a Movie Using Windows Movie-Maker
Windows Movie-Maker Tutorial for Kids - Basic
(Title and Photos)
Windows Movie-Maker Tutorial for Kids - Advanced
(Videos & Editing)
Update for November 2013: "It’s Center … Discovery Center, That Is!" Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations. Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester. St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of November, the fourth grade students continue to be actively engaged!
- Continued Movie-Maker “Team Spirit Film” – “How Do We Demonstrate Collaborative Team Spirit via Projects?”
- Angry Birds Small Group Challenge: Marshmallow Bird Catapults – “What is the Engineering Design Process?”
Third Grade Experience (1x/week for 45 minutes):
During November, the third graders on a roll and picking up speed ...
- Completed Caine’s Small Group Challenge: Marble Maze – “How Do We Co-operate in Problem-Solving?”
- Don’t Be an Angry Bird! Anger Management – “How Do We Handle Disagreements in Learning Teams?”
- Angry Birds Small Group Challenge: Piggy Structures– “What is the Engineering Design Process?”
Thanks,
Mike May
Problem Based Learning Teacher
October 31, 2013: "A Discovery Moment" - Communicating via Blog and Wikis
eBulletin - "An Essential Element: 21st Century Skill - Cooperation and Communication"
One of the goals of the Discovery Center is to support students in their efforts to communicate and collaborate with others. But what exactly does that mean to a third or fourth grader? For that matter, what does it mean to us teachers and parents?
Two ways: On-Line Wiki-spaces and Avatars! Two very good friends, “Max the Mascot” and “Out-of-This-World Disco-Very,” have collaborated with each other in order to communicate clearly how to use these tools, as well as provide an overview of the problem based learning process, as they did for the third and fourth grade “discoverers extraordinaire” this past month …
Check out the DISCOVERY CENTER BLOG and individual STUDENT WIKISPACE PAGES!
October 24, 2013: PBL - "A Discovery Moment" in Communication
eBulletin - "An Essential Element: 21st Century Skill - Cooperation and Communication"
Creating Student Avatars: Communication from Out of This World …
What does “Disco-Very” have to say?
…For Communication throughout This World!
October 17, 2013: PBL - "A Discovery Moment" in Creativity and Innovation
eBulletin - "An Essential Element: 21st Century Skill - Creativity and Innovation"
“Our ‘Winning’ Marble Run”
Creativity and Innovation:
Ana, Christopher and Cort created an original work as a means of personal and team expression.
October 10, 2013: PBL - "A Discovery Moment" in Communication
eBulletin - "An Essential Element: 21st Century Skill - Creativity and Innovation"
What is the Discovery Center all about?
… according to Max, the Center’s Mascot
October 3, 2013: PBL - "A Discovery Moment" in Communication
eBulletin - "An Essential Element: 21st Century Skill - Cooperation and Communication"
"A Discovery Center Moment" - What Does 'Discovery' Mean to Us?
What Does ‘Discovery’ Mean to Me?
… according to Hayden (‘23)
Update for October 2013: "It's Center ... Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 8-10 for 45 minutes):
For the month of October, the fourth grade students continue to be on a roll!
- Continued Caine’s Small Group Challenge: Marble Maze – “How Do We Co-operate in Problem-Solving?”
- Windows Movie-Maker “Team Spirit Film” – “How Do We Demonstrate Collaborative Team Spirit via Projects?”
Third Grade Experience (1x/week for 45 minutes):
During October, the third graders continue to trail-blaze close behind their peers ...
- An Experiment in Creativity – “I Think I Know How to Be Creative, But What if I Make a Mistake?”
- Caine’s Arcade Inspired Small Group Challenge: Marble Maze – “How do We Co-operate in Problem-Solving?”
Thanks,
Mike May
Problem Based Learning Teacher
September 26, 2013: PBL - "A Discovery Moment" in Collaboration
eBulletin - "An Essential Element: 21st Century Skill - Collaboration and Communication"
"A Discovery Moment" - Inspired by Caine’s Arcade
Caine's Arcade from Nirvan Mullick on Vimeo.
… and the Fourth Graders are meeting their first “Small-Group Challenge:Caine’s Arcade Marble Maze”!
Ana, Christopher, and Cort “Building” Collaboration
September 19, 2013: PBL - "A Discovery Experiment" in Creativity
eBulletin - "An Essential Element: 21st Century Skill - Creativity and Innovation"
"A Discovery Experiment” - Conducted by Third and Fourth Graders:
Can You Figure Out What is Happening Here?
(Caption Reads: “Complete the Painting…”)
(Caption Reads: “Complete the Painting the Correct Way…”)
Our First Group Challenge: "Where Do I Sit?"
Update for September 2013: "It’s Center … Discovery Center, That Is!"
Our Goal for the Discovery Center:
The work that students complete within the confines of the Discovery Center enhances the traditional academic curriculum of the Lower School. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student “voice and choice,” rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic products and presentations.
Through PBL, students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL also motivates students who might otherwise find school boring or meaningless. In the Center, projects vary in length, from several days to several weeks or even a semester.
St. Paul’s is serious about reaching 21st Century educational goals for students; therefore PBL is at the center of our 21st Century instruction in our Discovery Center.
Fourth Grade Experience (2x/week in groups of 9 for 45 minutes):
For the month of September, fourth grade students have been quite busy!
- Setting Learning Models and Routines – Small Group Challenge “Where Do We Sit?”
- From Portfolios to Avatars & Wikispaces – “What Does Discovery Mean to Me, and How Can We Communicate?”
- An Experiment in Creativity – “I Think I Know How to Be Creative, but What if I Make a Mistake?”
- Caine’s Arcade Inspired Small Group Challenge: Marble Maze – “How do We Co-operate in Problem-Solving?”
Third Grade Experience (1x/week in groups of 6-7 students for 45 minutes):
During September, the third graders trail-blazed close behind their peers …
- Setting Learning Models and Routines – Small Group Challenge “Where Do We Sit?”
- From Portfolios to Avatars & Wikispaces – “What Does Discovery Mean to Me, and How Can We Communicate?”
Thanks,
Mike May
Problem Based Learning Teacher